Teaching Lab Freire Charter Schools, PA/DE Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 32 educators who completed the diagnostic survey, 9 educators who completed the follow-up survey, and 8 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 83% 79% -4 80%
Recognition of race & culture 66% 62% -5 63%
Holding growth mindsets 72% 72% 1 75%
Having high expectations and beliefs 100% 89% -11 88%
Taking accountability for equitable instruction 98% 94% -4 92%
n = 32 n = 9 n = 8

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 58% 66% 8 67%
Trust in fellow teachers 85% 100% 15 100%
Connectedness to fellow teachers 63% 100% 37 100%
Have influence over professional learning 41% 25% -16 33%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 44% 38% -6 33%
n = 27 n = 8 n = 6

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 67% 70% 3 73%
Math instructional shifts 59% 62% 3 67%
Equitable Math Instruction 79% 82% 3 81%
Supporting students with unfinished learning 68% 76% 8 80%
Effective Teaching Practices 66% 67% 0 67%
n = 32 n = 9 n = 8

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 100% 67% -33 67%
Whether the lesson is focused on a high-quality text or task 100% 100% 0 100%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 0% -100 0%
Whether all students have opportunities to engage in the work of the lesson 100% 100% 0 100%
n = 5 n = 1 n = 1

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 100% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 0% 0%
All students have opportunities to engage in the work of the lesson 0% 0%

1 n = 1

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 2

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

No student work was analyzed at this location.

Section 7: Participant Feedback

Looking at participant feedback from Freire Charter Schools, PA/DE we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for Freire Charter Schools, PA/DE
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
96% 90% 81% NA 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"I enjoyed being able to work independently and collaborate
with other teachers"

"Share information that directly connects with our students
and curriculum"

"Learning how IM was built and how to effectively use IM"

"Collaboration with colleagues and time for planning."

"I think it was nice to meet as a small group and be able to
talk with one another about what is going well not only for
us but for our teachers as well."

"conversation surrounding best practices and ways to address
challenges in the classroom"

"Reviewing/ Collaborating lessons with the group that allowed
us to think about coherence, rigor, and focus."

"Getting to engage in lessons as students and working with
others across network were the best"

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"Clear areas of where to locate and upload assignments."

"More ideas for virtual learning, even though I know there
are not a lot of resources."

"Some of the pre-work and information given during zoom
sessions were repetitive."

"More ideas for virtual learning - even though I know there
are not a lot of resources."

"I feel like some of our teachers are skilled at finding
reasons why something may not work - occasional push back
when teachers focus on things outside of their control - ie
pandemic, time of class, zoom etc."

"Planned breaks for a 2 hour session, survey for availability
prior to scheduling these sessions (Mon 2-4 interferes with
my weekly staff meeting) Calibrating around IPG is always
super helpful and while it’s also helpful to reground myself
in a protocol like the 6 steps to effective feedback, this
is something we’ve been using for years. Something that
I think would be more useful for our leaders is actually
around coaching the coaches - how do we coach our lab
leaders to provide aligned feedback to teachers and support
them in their development trajectory"

"More time to collaborate with subject group members."

Additional Comments
Quotes from "Do you have additional comments?"

"I enjoyed it and I think our teachers need more of it"


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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